八年级下册go for it 第二单元教案

Unit 2: What should I do?

I. Analysis of the Teaching Material

1. Teaching Aims and Demands

(1) Knowledge Objects: In this unit students learn to talk about problems and give advice.

(2)Ability Objects: To improve students’ ability of listening, speaking,reading and writing. To improve students’ ability of communication.

(3)Moral Objects: A man who has friends must show himself friendly.

2. Teaching Key Points: Introducing the key vocabulary and target language.

3. Teaching Difficulties: New language

• Wh at should I do? You shouldn't argue. You could write him a letter.

• problem, advice, ask for, bake, bake sale, argue, loud, sorry, call up, easy, idea, okay, out of style, pay for, phone, program, sell, stay at home, summer camp, talk about, ticket, wrong, enough

II. Teaching Time: Six periods

Section A

Language goal

• Make a two-column chart on the board with the heading Problem at the top of column 1 and the heading Advice at the top of column 2. Make up a problem you might be having and write it in column 1. Then ask students to tell you what you could do about it.

• Write only the words that describe the advice and don't use the words could, should, and shouldn't for the moment. Your chart might look like this:

• Read the problem to the class again.

• At the end of the practice say, In this unit we are going to talk about problems people have and learn how to give these people advice—to tell people what we think they should do.

1a This activity introduces some key vocabulary.

• Read the instructions t o the students.

• Point to the problems and ask a student to read the problems to the class.

• Point out the headings in the box to the class.

• Ask students to write the problems in the Serious or Not serious columns.

• Talk about the answers with the cl ass. Ask, Who put "My parents want me to stay at home every night." in the Serious column? Ask the same questions about the other items. Discuss which problems students thought were the most serious.

1 b This activity gives students practice in understanding the target language in spoken conversation.

• Point to the pictures in activity la. Ask different students to say what they see in each picture.

• Read the instructions to students. Say, Listen to the conversation. In the chart, circle the problems that you hear the girls talking about.

• Play the recording the first time. Students only listen.

• Play the recording a second time. Students circle the problems they hear.

• Correct the answers.

1c This activity provides guided oral practice using the target language.

• Read the problem to the class again. Then write the words could, should, and shouldn't on the hoard next to the chart. Read the problem to the class again and help the class give advice using the words could, should, and shouldn't. Repeat each piece of advice in your own words to help students understand it.

• At the end of the practice say, In this unit we are going to talk about problems people have and learn how to give these people advice—to tell people what we think they should do.

2a This activity provides students listening practice using the target language.

• Read the instructions.

• Point to the sentence, below.

• Say, You will hear a conversation between Nari and a friend.

•Play the recording the first time. Students only listen.

• Play the recording a second time. As they listen to the recording this time, ask students to circle the word, Nari’s friend uses to give advice.

• Correct the answer.

2b This activity provides listening practice using the target language.

• Read the instructions. Show students the example match.

• Play the recording again.

• Correct the answers.